APPLIED GAMES FOR PROMOTING EMOTION REGULATION IN ADOLESCENTS: A META-ANALYSIS

Shafira Anissa, Diana Setiyawati, S.Psi., M.H.Sc., Ph.D., Psikolog

2025 | Tesis | S2 Magister Profesi Psikologi

Latar Belakang: Tanpa keterampilan regulasi emosi, remaja dapat mengembangkan gangguan jangka panjang dan menghadapi kesulitan dalam bertumbuh-kembang. Dengan meluasnya penggunaan perangkat elektronik dan keberadaan game yang ada di mana-mana, applied games berpotensi sebagai metode untuk memberikan intervensi peningkatan regulasi emosi pada remaja. Namun, terlepas dari semakin banyaknya applied games yang dikembangkan untuk tujuan ini, saat ini belum ada tinjauan sistematis atau analisis meta yang secara khusus bertujuan untuk mengevaluasi evidence base efektivitas applied games dalam meningkatkan regulasi emosi pada remaja.

Metode: Pencarian sistematis dilakukan di tiga database: Scopus, ProQuest, dan Google Scholar, menggunakan kata kunci yang berkaitan dengan regulasi emosi dan applied games. Enam studi (k = 6) memenuhi kriteria inklusi dan dimasukkan dalam tinjauan dan analisis meta.

Hasil: Studi yang termasuk dalam analisis terdiri dari 3 serious games dan 2 program gamification. Dua game dikembangkan berdasarkan extended process model of emotion regulation; satu berdasarkan cognitive behavioural therapy (CBT); Salah satu game didasarkan pada teori interaksi person-affect-cognition-execution (I-PACE); yang lainnya didasarkan pada rational emotive behavioural therapy (REBT). Semua game yang termasuk dalam penelitian ini mengajarkan kesadaran emosional (emotional awareness) dan strategi regulasi emosi kepada pemainnya. Meskipun game-game tersebut memiliki berbagai tingkat elemen games, semuanya memiliki sistem penghargaan (reward system), puzzles, dan worldbuilding. Hanya satu game yang memiliki elemen sosial, yaitu kompetisi, yang memungkinkan pemain untuk membandingkan skor dengan teman-teman mereka. Sebanyak 847 peserta remaja dimasukkan dalam analisis meta (437 dalam kelompok intervensi dan 410 dalam kelompok kontrol). Analisis meta dari studi-studi yang disertakan menggunakan model efek acak (random effects model) menunjukkan bahwa applied games yang disertakan tidak secara signifikan meningkatkan pengaturan emosi dari 437 remaja dalam kelompok intervensi dibandingkan dengan kelompok kontrol (SMD = 0,24; 95% CI [-0,08; 0,56]; p = 0,1106).

Diskusi/Kesimpulan: Studi ini secara sistematis meninjau dan melakukan analisis meta terhadap evidence base applied games untuk meningkatkan regulasi emosi pada remaja dan menemukan adanya efek kecil dan tidak signifikan dari applied games untuk meningkatkan regulasi emosi pada remaja. Diperlukan lebih banyak uji coba terkontrol secara acak untuk lebih memahami efikasi applied games dalam meningkatkan regulasi emosi pada remaja, serta eksplorasi lebih lanjut untuk memahami elemen game yang dapat secara efektif menanamkan regulasi emosi. Studi untuk mengeksplorasi sinergi antara sekolah dan applied games serta cara untuk menguji applied games dengan cepat agar tetap relevan di tengah kemajuan teknologi dan industri game juga perlu dilakukan di masa mendatang.

Background: Without emotional regulation skills, adolescents may develop long-lasting disorders and face difficulties in growing up into healthy, fully functional adults. With the widespread use of electronic devices and the ubiquitousness of games, applied games have the potential as a method to deliver interventions to promote emotion regulation in adolescents. However, despite the growing number of applied games developed for this purpose, currently, there are no existing systematic reviews or meta-analyses specifically aimed to evaluate the evidence base of applied games’ effectiveness in promoting emotion regulation in adolescents.

Method: Systematic search was conducted in three databases: Scopus, ProQuest, and Google Scholar, using emotion regulation and applied games-related keywords. Six studies (k = 6) met the inclusion criteria and were included in the review and meta-analysis.

Results: Studies included in the analysis consists of 3 serious games and 2 gamification programs. Two games were developed based on the extended process model of emotion regulation; one based on cognitive behavioural therapy (CBT); one based on interaction of person-affect-cognition-execution (I-PACE) theory; one based on rational emotive behavioural therapy (REBT). All of the game included in the study teach emotional awareness, and emotion regulation strategies to its players. Although the games have varying degrees of game elements, all of them features reward systems, puzzles, and worldbuilding. Only one game has a social element, competition, which allows players to compare scores with their friends. A total of 847 adolescent participants were included in the meta-analysis (437 in intervention and 410 in control groups). A meta-analysis of the included studies using random effects model showed that the included applied games did not significantly increase the emotion regulation of 437 adolescents in the intervention group compared to the control group (SMD = 0.24; 95% CI [-0.08; 0.56]; p = 0.1106). 

Discussion/Conclusion: This study systematically reviewed and conducted meta-analysis on the evidence base of applied games to promote emotion regulation in adolescents and found there to be small, non-significant effect of applied games to promote emotion regulation in adolescents. There is a need for more randomized controlled trials to better understand the efficacy of applied games to promote emotion regulation in adolescents, as well as further exploration to understand game elements that could effectively impart emotion regulation. Studies to explore the synergy of schools and applied games and ways to rapidly trial applied games as to remain relevant in the face of ever-advancing technology and game industry should also be conducted in the future.

Kata Kunci : applied games, emotion regulation, adolescents, systematic literature review, meta-analysis